A relevância da experiência em mediação museal na formação de professores de história

Abstract

This paper aims to analyse the effects of the experience as mediator in museums in the professional training of history teachers. Two storical museums was selected to realize case studies: the Museu Imperial (Petrópolis - RJ) and the Museu Histórico Nacional (Rio de Janeiro - RJ). The preference for the typology of historical museums aims to examine the performance of mediators who are cursing or have already a degree in History, with speacial attention to the discourses and presentation methods used by these professionals in their approach, to ascertain the interweaving of strategies of teaching of history and museum education. Throughout the text we will try to identify common elements to the work of history teachers, from their formation to their practice in the classroom, signaling the expectations that fall on these subjects. We will approach fundamental concepts such as experience, according to Jorge Larrosa Bondía, the formation of subjects, from Michel Foucault and the cultural capital from Pierre Bourdieu, and discuss ideas of pedagogues, historians, museologists and sociologists seeking for a discussion about the teaching of history in Brazil in formal and non-formal spaces. The research will have a qualitative character, with data collected through field observations, interviews, reading of documents and application of questionnaires. The results aim to evaluate the practices and discourses developed by the mediators and the examination of the purposes of history teachers who choose to take their students to the museum as part of their educational strategies